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Mr. Upendra YadavAssociate Professor

Depart. of Child Health Nursing,College of Nursing, BPKIHS

OOn the basis of how it is used and how the results are n the basis of how it is used and how the results are interpreted, Evaluation is classify into the different interpreted, Evaluation is classify into the different types;types;

A.A.In Terms of How the results are Interpreted:In Terms of How the results are Interpreted:1.1.Placement Evaluation : Placement Evaluation :

• In this type of evaluation , learner's entry behavior or In this type of evaluation , learner's entry behavior or capability is assessed to find out whether the student capability is assessed to find out whether the student possess knowledge , skills and attitude needed to begin the possess knowledge , skills and attitude needed to begin the course of instruction.course of instruction.

• It is used to find out to what extent student has already It is used to find out to what extent student has already mastered the objectives of the planned instruction. e.g. mastered the objectives of the planned instruction. e.g. entrance exam.entrance exam.

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2. 2. Formative EvaluationFormative Evaluation::

It is evaluation used to monitor student's learning It is evaluation used to monitor student's learning

progress during instruction with the purpose of progress during instruction with the purpose of

providing on going feedback to students and providing on going feedback to students and

teachers regarding success and failure of teaching teachers regarding success and failure of teaching

/learning process./learning process.

Formative evaluations strengthen or improve the Formative evaluations strengthen or improve the

object being evaluated.object being evaluated.

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3. 3. Summative Evaluation:Summative Evaluation:

• This type of evaluation is given at the end of the This type of evaluation is given at the end of the course or unit of instructions to find out which course or unit of instructions to find out which student, to what extent has mastered the intended student, to what extent has mastered the intended learning outcomes.learning outcomes.

• Though the results of summative evaluation are Though the results of summative evaluation are primarily used for assigning the grades or for primarily used for assigning the grades or for certifying learners’ mastery of instructional certifying learners’ mastery of instructional objectives, they can also be used to give feed back objectives, they can also be used to give feed back on the appropriateness of objectives and the on the appropriateness of objectives and the effectiveness of instruction.effectiveness of instruction.

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4. 4. Diagnostic EvaluationDiagnostic Evaluation: : • This type of evaluation is concerned with finding This type of evaluation is concerned with finding

out the reasons for student's persistent or recurring out the reasons for student's persistent or recurring learning difficulties that learning difficulties that cannot be resolved cannot be resolved by standard corrective measures or formative by standard corrective measures or formative evaluation .evaluation .

• The aim of diagnostic evaluation is to find out the The aim of diagnostic evaluation is to find out the causes of learning problems and plan to take causes of learning problems and plan to take remedial actions. remedial actions.

• Observational techniques or specially prepared Observational techniques or specially prepared diagnostic techniques can be used to diagnose the diagnostic techniques can be used to diagnose the problem.problem.

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In Terms of Interpretation of Test ResultIn Terms of Interpretation of Test Result

a. Normative Referenced Test: This type of test This type of test helps us to determine how an individual learner's helps us to determine how an individual learner's performance compares to others in his/her group or performance compares to others in his/her group or it helps to find out the position a student holds or it helps to find out the position a student holds or ranks when his/her achievement is compared to the ranks when his/her achievement is compared to the other group achievements.other group achievements.

b. Criterion- referenced Test: it is designed to it is designed to fine out whether the student performance meet the fine out whether the student performance meet the pre-determined criteria or not. This type of tests pre-determined criteria or not. This type of tests describe what a learner can do, without reference to describe what a learner can do, without reference to the performance of others.the performance of others.

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Example of criterion Example of criterion referenced test referenced test

• To maintain the aseptic technique in doing dressing To maintain the aseptic technique in doing dressing is the criteria for doing dressing., Learners will fail in is the criteria for doing dressing., Learners will fail in this if he/she shows any lapse in it any time. If a this if he/she shows any lapse in it any time. If a health worker can take BP with the deviation of +2 health worker can take BP with the deviation of +2 or -2, it describes a specific behaviour of that health or -2, it describes a specific behaviour of that health worker, without comparing it with the achievements worker, without comparing it with the achievements of other health workers.of other health workers.

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Criterion - referenced

Norm-referenced

Student must meet the prescribed standard

Student can rank any position in the group

standard is absolute Standard is relative to some known groups performance.

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Thank Thank YouYou

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